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In the introductory article to this special issue, the two editors first provide a brief insight into how it arose and then give an overview of the contents of the individual papers, all of which are dedicated to phraseography or metaphraseography. These two fields of linguistic research belong to both phraseology and (meta-)lexicography and deal with the inclusion of phrasemes in dictionaries and the corresponding practical and theoretical issues. The articles also have in common that they focus on various diatopic Romance varieties spoken in Italy (Genoese, Trentino, Piedmontese, Tuscan, regional Italian of Rome, Sardinian, Catalan of Alghero), Croatia (Istriot), Spain and Latin America (regional varieties of Spanish). Since the term phraseme is used in a broad sense in this publication, numerous different phraseological categories are discussed in the papers, including, for example, syntagmatic verbs and partially lexically filled constructions, in addition to more classical categories such as idioms, proverbs and collocations. Finally, it will be briefly argued why this special issue, which is inspired by the two research projects GEPHRAS and GEPHRAS2, can be regarded as particularly innovative. [ABSTRACT FROM AUTHOR]

The present study aims to explore the use of meta-discourse markers in abstract and conclusion sections of 20 theses submitted by M. Phil English students of Qurtuba University D. I. Khan, Pakistan. Meta-discourse markers in communication and academic writing have become the chief concern in recent years. This research utilisez Hyland's model of meta-discourse markers that help to create an understanding for readers to explore the genre, social and contextual backgrounds of text in the domain of academic writing. The mixed-method approach was used to explore the most frequent metadiscourse categories as well as the deeper meaning behind the construction of language. The exploration came in the form of sentences and examples to negotiate the non-native writers' use of meta-discourse. It was found that the members who have gone through the treatment of language approach were in a situation in fostering their insight with regards to lexical collocation. The implications of this research extend beyond a mere exploration of linguistic nuances; understanding how meta-discourse functions in the context of the abstract and conclusion sections can offer valuable insights into the rhetorical strategies employed by authors to convey the significance of their research and summarize key findings. [ABSTRACT FROM AUTHOR]

The author raises questions about how the terms samotna matka [single mother] and samodzielna matka [independent mother] are accounted for in a lexicographic description, whether they are considered discontinuous units, and what relationships exist between them. The author of the article presents corpus data that allows dating the appearance of the term samotna matka and the collocation samodzielna matka in Polish. The author comments on selected definitions of the adjective samotny (lonely). Then, she presents arguments in favour of recognising the combination samotna matka as a linguistic unit. Similar arguments were presented for the collocation samodzielna matka. The article also addresses issues of differences in valuation associated with the discussed collocations and indicates how a new collocation affects the meaning of the older unit. [ABSTRACT FROM AUTHOR]

Collocations is a term for a linguistic phenomenon that can be and is variously understood and defined. The aim of this article is to give an overview of the narrow concept of collocations suggested by Hausmann. The author of the article describes the semantic (phraseological) approach to the term, which stands in opposition to the syntactic, or corpus-based one. Collocations, according to Hausmann, take into account the process of thinking and language production of language learners. The hierarchical structure of collocations consisting of the collocation base and the collocator, which was suggested for the first time, is presented, and the individual elements of this phraseme are characterised in the article. Also, the author of the article attempts to transfer the concept of collocations according to Hausmann to the Polish language, and indicates a possible classification of Polish collocations in the semantic approach. [ABSTRACT FROM AUTHOR]

Copyright of Synergies Chili is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study is an attempt to investigate the scope and type of error in feedback effectiveness. This study consists of two experiments. One was conducted to investigate the feedback effects on a rule-based error type (i.e. subject–verb agreement errors) and the other was conducted to investigate the effects on a lexically-based error type (i.e. verb–noun collocation errors). In addition, the scope of error was investigated in both experiments. In terms of the rule-based error type, results for the immediate posttest writing task showed focused feedback to be effective for the narrowly defined subject–verb agreement errors (i.e. subject–verb agreement involving lexical verbs or copula be). In the delayed posttest writing task, the benefit still persisted for the narrowly defined subject–verb agreement errors. In terms of the lexically-based error type, results for the immediate posttest writing tasks showed focused feedback to be effective for the broadly defined verb–noun collocation errors (three or four collocation errors made and corrected in pretests). In the delayed posttest writing tasks, the benefit still persisted for the broadly defined verb–noun collocation errors broadly defined. These findings suggest that the notion of error type should influence the feedback effectiveness. Theoretical implications regarding the role of notice in the second language acquisition process were discussed based on the results obtained in this study. [ABSTRACT FROM AUTHOR]

Copyright of Philologist / Filolog: Journal of Language, Literary & Cultural Studies is the property of University of Banja Luka, Faculty of Philology / Univerzitet u Banjoj Luci, Filoloski Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

MWE knowledge is key in the process of learning a foreign language, but its teaching remains hindered by the lack of list of expressions connected to pedagogical aims. In this paper, we present an extended version of the PolylexFLE database, containing 4,525 French multiword expressions (MWE) of three types: idioms, collocations or fixed expressions. In order to propose exercises following the difficulty scale of the European Framework of Reference for Languages (CEFR), we used a mixed approach (manual and automatic) to annotate 1,186 expressions according to the CEFR levels. The paper focuses mostly on the automatic procedure that first identifies the expressions from the PolylexFLE database (and their variants) in a corpus of pedagogical texts (with CEFR labels) using a pattern-based system. In a second step, their distribution in this corpus is estimated and transformed into a single CEFR level. The automatic approach proposed is finally evaluated by 52 French as foreign language learners. [ABSTRACT FROM AUTHOR]

Collocations have become increasingly important in our understanding of foreign language learning. When it comes to setting vocabulary learning goals, concerns about how to address collocations still arise today. This article explores the distribution of collocations in L1 and L2 Spanish production with the ultimate goal of informing the design of graded lexical inventories of multi-word combinations. To do so, we explore three defining properties of collocations in L1 and L2 production data, and across different levels of L2 proficiency: syntactic structure, semantic transparency, and the strength of association. Results indicate that there is an increase of collocational density and diversity, but that isolated features of collocations fail to predict L2 proficiency. Findings suggest the need to evaluate collocation use at a high level of granularity. [ABSTRACT FROM AUTHOR]

Synthesizing realistic images of fashion items which are compatible with given clothing images, as well as conditioning on multiple modalities, brings novel and exciting applications together with enormous economic potential. In this work, we propose a multi-modal collocation framework based on generative adversarial network (GAN) for synthesizing compatible clothing images. Given an input clothing item that consists of an image and a text description, our model works on synthesizing a clothing image which is compatible with the input clothing, as well as being guided by a given text description from the target domain. Specifically, a generator aims to synthesize realistic and collocated clothing images relying on image- and text-based latent representations learned from the source domain. An auxiliary text representation from the target domain is added for supervising the generation results. In addition, a multi-discriminator framework is carried out to determine compatibility between the generated clothing images and the input clothing images, as well as visual-semantic matching between the generated clothing images and the targeted textual information. Extensive quantitative and qualitative results demonstrate that our model substantially outperforms state-of-the- art methods in terms of authenticity, diversity, and visual-semantic similarity between image and text. [ABSTRACT FROM AUTHOR]

Domains with elliptic boundaries are regularly pursued in Elasticity to elucidate the role of circular asymmetry and are associated with many classical closed form solutions. The work under consideration presents a unified semi-analytical approach to solve for stress and displacement field while being subjected to all kinds of plausible boundary conditions on any variant of elliptic geometry i.e. elliptic cylinder to confocal elliptic annulus to elliptic hole in an infinite plane. The generalized representation of Airy stress function in elliptical co-ordinates truncated to finite terms is considered and the associated coefficients are deduced to ensure boundary conditions using collocation technique. The correctness and effectiveness of the method is demonstrated through solution to a variety of problems and its validation via an independent finite element simulation. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of syntactic collocations that include the constraints on an adjective phrase (AP) and adverbs or final particles (X) in the ɬwa:n⁵ + AP + X construction, as well as its pragmatic features and grammatical functions in the Kam language. ɬwa:n⁵ functions as an exclamative marker (EM) that conveys the expressive meaning of the speaker's attitude. The primary lexical meaning of ɬwa:n⁵ is 'to calculate' or 'to regard as', and the word is borrowed from Chinese (算 suàn, 'to count', 'to calculate', 'to regard as'). The role of ɬwa:n⁵ in the construction ɬwa:n⁵ + AP + X will mainly be discussed in this paper. In addition, the adjectives that can collocate with ɬwa:n⁵ are subject to a gradeability restriction, that is, only gradable adjectives can collocate with ɬwa:n⁵. In general, the ɬwa:n⁵ construction is used to express that the speaker expected an existing situation with a gradable property; in reality, the degree follows a particular scalar and surpasses the expectation. [ABSTRACT FROM AUTHOR]

Past studies of sentiment analysis have mainly applied algorithms based on vocabulary categories and emotional characteristics to detect the emotionality of text. However, the collocation of state-changing words and emotional vocabulary affects emotions. For example, adverbs of degree strengthen emotions, and negative adverbs reverse emotions. This study investigated the weighted effect of state-changing words on emotion. The research material comprised 73 state-changing words that were collocated with four emotions: happiness, sadness, fear, and anger. A total of 84 participants participated in the vocabulary assessment. The results revealed that state-changing words could be classified into four types: intensifying, weakening, neutralizing, and reversing. In a comparison of the weighting factors among emotions, the weighting effect of the same state-changing word in the positive emotion category was particularly evident. The results could serve as a reference for follow-up studies on detecting emotions in text. [ABSTRACT FROM AUTHOR]

This article explores patterns of linguistic behaviour and challenges associated with low(er) linguistic competences in primary school learners in subject-specific areas of the curriculum. The study draws on science test data, specifically on two assessment tasks, collected from 209 primary school students, aged between 9 and 11 years (Key Stages 5 and 6 of the statutory framework for learning in England). The population sample is made up of learners from six state primary schools in Yorkshire and the Humber Region, UK. Some of the learners speak English as their mother tongue while others speak English as their second or third language. Learner test data were analysed in order to answer the following research questions: (1) What verb collocations do learners use when demonstrating their content knowledge on the topic of "separating solids and liquids" in Science? (2) Do English language learners (ELLs) and English native speaking learners (ENSs) use verb collocations differently? If so, what is the nature of these differences? The results revealed differences between linguistic performances in the two groups of learners. ENSs tended to produce natural collocations with motion verbs. ELLSs, however, faced challenges in producing idiomatic language. They also encountered more difficulties than ENSs in understanding assessment tasks' instructions and/or in reporting subject-specific knowledge in response to the assessment tasks. [ABSTRACT FROM AUTHOR]

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

"Collocations as a language resource: A functional and cognitive study in English phraseology" by Sonja Poulsen is a book that explores the concept of collocations and proposes a new framework for understanding them. The author addresses the limitations of traditional approaches to collocations and focuses on the analysis of the collocation "break an appointment" to present the new theorization. The book provides a comprehensive examination of collocations and offers insights into their theoretical framework. While the book may be challenging to read due to its engagement with multiple theoretical frameworks and lack of clear section headings, it offers valuable contributions to the understanding of collocations. [Extracted from the article]

The present study explores lexical collocations and their relation to speaking proficiency of Taiwanese EFL college students learning English for academic purposes (i.e., EAP). The data is obtained from 92 English majors at a national university of science and technology in southern Taiwan. The results show that (a) direct collocation instruction promotes the subjects' performance on their speaking fluency tests, outscoring the other two instruction types; (b) the advanced level students seem to benefit most as they outperformed the other three groups after receiving each of the three instruction types (i.e., lexical collocations, single-item vocabulary, and no instruction); and (c) no significant difference can be found between the high-intermediate and intermediate groups with regard to their post-instruction performances. Therefore, the current study concludes that direct collocation instruction deserves immediate attention and calls for a series of systematic studies to be done on the possible connection between lexical collocations and English proficiency of EFL learners. [ABSTRACT FROM AUTHOR]

The concept of constructions has become increasingly important in theories of language acquisition and use during the last 20 years. Constructions are form-meaning pairings that are learned and stored as pieces of linguistic knowledge. Fillmore, Kay, and O'Conner (1988), and Goldberg (1995, 2006, 2019) were among the first linguists who paved the way for this alternative constructivist view on grammar. Since then, Construction Grammar (CxG) has become a widely accepted descriptive and processing model that is based on a large body of scientific research (e.g., Herbst, Schmid, & Faulhaber, 2014; Herbst, 2016; Hilpert, 2019; Hoffmann, 2022; Stefanowitsch, 2011). However, it is only recently that linguists have addressed the question of whether second/foreign language learners' linguistic competence depends on constructions (e.g., Boas, 2022; De Knop & Gilquin, 2016). If CxG is widely recognized in the branch of first language acquisition, it is also indispensable to transfer this concept to Applied Linguistics to design suitable teaching materials and methods. Drawing upon the proposition "foreign language learning is construction learning" (Ellis, 2001; Herbst, 2016), this article aims to suggest a proposal for teaching English collocations following Herbst's (2016) seven principles of Pedagogical Construction Grammar (PCxG). In particular, this article aims to suggest ways to apply these principles to developing supplementary teaching materials, activities, and tasks for teaching English collocations and collostructions. [ABSTRACT FROM AUTHOR]

This article analyzes the mental health discourse on the most popular Russian-language channels on YouTube. The main research focus is depression representations. In total 345 videos were examined, issued since 2015 and till 2021. Using theoretical thematic analysis, the content creator types are identified, and these types are compared in terms of their portrayals of depression. The findings demonstrate that the most popular Russian-language content was made by (1) specialists on mental health, (2) influencers and celebrities, (3) documentalists, and (4) experientialists. The channels of popular science, those with TV recordings, religious, esoteric, and artistic channels were found to be watched less, despite also featuring mental health. The results regarding depression representations showed that most content creators describe depression as an illness. Additionally, the depression portrayals from the contemporary, popular Russian-language YouTube channels generally correspond with contemporary medical perspectives on depression, and the authors discussed depression using words and collocations from the medical discourse. Therefore, it could be assumed that the Russian-language representations of depression on this platform are based on the medical explanatory model of depression and are highly medicalized. The paper contributes to studies of mental health discourse reception across cultures and media, as well as the literature on depression representations. [ABSTRACT FROM AUTHOR]

Textual coherence is one of the most important theories raised in text grammar. This theory examines and analyzes the elements that connect the constituent parts of the text. In order for a text to be coherent, it needs three lexical, grammatical and linking factors, each of which are divided into several subgroups, and their presence in a text creates the coherence and cohesion of the constituent parts of that text. The present descriptive-analytical article aims to analyze the lexical coherence in Surah As-Sajdah and to analyze and evaluate the degree of coherence and cohesion between the ayahs and its components. The results of the article indicate that Surah As-Sajdah has a high degree of lexical coherence that includes repetition and collocation. The most important reason of this cohesion comes from repetition, which by being scattered throughout the text, connects the ayahs and different parts of the text together. As for collocations, antonymy has played a prominent role in this surah. It is used in line with the main meaning and theme of the text, which is the confrontation between believers and unbelievers. [ABSTRACT FROM AUTHOR]

Knowing a language involves knowing a large number of idiosyncratic units such as individual words and collocations which must be learned from the input. This study explores the role of implicit and explicit memory, as well as language experience, and specifically print exposure, with regard to adult native English speakers' knowledge of vocabulary and collocations. Consistent with prior research, our findings reveal a strong correlation between print exposure and performance on both language tasks. However, contrary to predictions, there were no significant effects of either implicit or explicit memory on either task. We argue that this is most likely due to the fact that language learning relies primarily on memory for associations between form and meaning and between words rather than memory sequences of meaningless phonological forms. [ABSTRACT FROM AUTHOR]

Copyright of Umm Al-Qura University Journal for Languages & Literature is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A collocation-driven approach to language acquisition has proved to be effective in enhancing students’ understanding of target vocabulary, but recent research suggests that there is a gap in the literature on the impact of productive vocabulary interventions and student writing performance. A previous case study piloted at a Japanese university by the researchers found a noticeable increase in intermediate-level students’ accuracy in spoken vocabulary after receiving collocation-targeted interventions. Based on these findings, the researchers conducted a follow-up study to assess how the same group of students (n = 71) performed in a timed writing assignment by comparing student accuracy of intervened target vocabulary with the accuracy of other non-intervened taught vocabulary. The findings indicate that students used the targeted collocations more accurately. Thus, it can be argued that a collocation-focused approach to teaching vocabulary can positively influence students’ accuracy in both writing and speaking. [ABSTRACT FROM AUTHOR]

This article diachronically analyses the variations in newsworthiness with regards to the conception of Confucius in the British newspaper The Times from its initial publication in 1785 to 2019. Adopting corpus linguistic methods and discursive news values analysis approach, this study examines news values through collocations and concordances of Confucius-centred instances. The results mainly lie in two folds. First, before 1840s, Confucius had been highly Westernized and religionized through analogy with Western philosophers, literary works, religious prophets, religious maxims, etc., which constructed proximity and eliteness to help alleviate the foreignness brought by the Chinese concept of Confucius and reduce the British audiences' sense of distance. Following the increasing and continuous identification of Confucius with the Chinese identity in reporting, these methods (Westernization and religionization) of reporting had comparatively abated, as a consequence of which the media tended to present more Chinese contexts to market more full-scaled information related with Confucius. Second, the concepts of Confucius had been frequently metonymized for the national identity of Chinese, which dominantly framed the ordinariness of the Chinese people before 1880s, and gradually transformed into the elite Chinese identities after 1880s. With historical statistics and diachronic lens, the results of this study provided valuable historical data for social studies in the British context and improved on the findings of the existing studies of Confucius in Britain. [ABSTRACT FROM AUTHOR]

Collocations play an important role in L2 learners' fluent and idiomatic language production. Previous studies using a frequency-based approach to studying collocations underscored the potential to use association measures for distinguishing L2 writing proficiency. However, studies in this line have largely neglected the syntactic relation of words within a collocation. In addition, most L2 collocation studies have focused on learners at upper-intermediate levels and above, leaving the use of collocations by beginner-level learners understudied. Using the Yonsei English Language Corpus, this study investigated frequency (measured by normalized frequency and normalized deviance of proportions), formulaicity (measured by mutual information and t-scores), and diversity (measured by normalized entropy scores) of seven lexical collocations and four grammatical collocations in argumentative essays from beginning to upper-intermediate levels. Results showed that upper-intermediate L2 learners used more collocations with higher association strength and diversity than did beginning-level learners. In addition, collocations used by upper-intermediate learners were more idiomatic and suitable for L2 academic writing. The findings indicated that specific collocational patterns (i.e. adverb-verb and verb-preposition) could serve as reliable indicators of distinguishing beginning L2 writing from upper-intermediate L2 writing. [ABSTRACT FROM AUTHOR]

The degree of collocational knowledge influences learners' competence in the production of L2 speech and text. However, collocation learning is complex because learners might co-produce words incorrectly according to L1 inference. This study aims at the design of an online video-assisted collocation learning system, VACLS, that integrated video captioning and concordancing to foster collocational knowledge acquisition. English collocations with three patterns, namely verb–noun, verb–adverb, and verb–preposition, were selected as target collocations in VACLS. While learning with VACLS, the learners are able to watch videos with full captions and then looked for additional knowledge and instances of the target collocations via an online concordancer incorporated in VACLS. Besides the development of VACLS, effectiveness of the system and learners' perception were also evaluated. 20 university EFL students in Taiwan enrolled the experiment. After 3 weeks of learning with the aid of VACLS, the learning outcome for collocation retention was significant and the participants with less initial collocational knowledge exhibited greater improvement in collocation retention after learning VACLS. Besides, these learners highly agreed VACLS is helpful for English collocation acquisition. Thus the VACLS can be useful for English educators and EFL/ESL learners. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the most common collocation types found in seventh- through ninth-grade English textbooks. This study used a descriptive-analytical research design, specifically a content analysis method, to identify the accented collocations throughout a set of junior high school English textbooks. It was discovered that the three textbooks collectively have only 9% collocations out of the vocabulary found in them. Besides, Band II of the Revised English Curriculum of the Ministry of Education (2013), which includes all possible collocations for intermediate -level learning, has only 1% collocations out of the whole band of vocabulary. [ABSTRACT FROM AUTHOR]

The text is a book review of "Kollokationen. Theoretische, forschungspraktische und fremdsprachendidaktische Ãœberlegungen" edited by Elmar Schafroth, Fabio Mollica, and Carmen Mellado Blanco. The book collects twelve presentations from a conference on collocations and phrase constructions in foreign language teaching. The focus of the conference was the contrastive description of collocations and phrase constructions in German, Italian, and Spanish. The book provides a current approach to the topic from a contrastive perspective and explores the didactic, morphosyntactic, and lexicographic aspects of collocations. The articles in the book contribute to various aspects of collocations, including their concept in language teaching, their morphosyntactic and semantic features, and their use in textbooks and lexicography. The book offers a range of research contributions that expand on the topic of collocations and provide new perspectives. [Extracted from the article]

This document is a review of the book "Foundations of familiar language: formulaic expressions, lexical bundles, and collocations at work and play" by Diana Sidtis. The reviewer highly recommends the book as a valuable resource for those interested in the study of familiar language. The book covers research in the English-speaking world and provides helpful references for professionals in the field. It is written in an informal style and includes illustrations by cartoonists. The book explores the classification and acquisition of familiar language, highlighting that frequency alone does not fully capture its range. It also discusses the different approaches to language acquisition between first language learners and second language learners. The book further examines the prosodic characteristics of familiar language and how unique prosodic patterns are stored in the lexicon. It then delves into the neurological aspects of familiar language, exploring the impact of psychiatric and neurological disorders on language processing. The chapter concludes by summarizing the main points of the book, emphasizing the significance of familiarity, memory, routine behaviors, pattern recognition, and emotions in language use. [Extracted from the article]

Integrating corpus linguistic analysis with news values, this article investigates how the Covid-19 pandemic in different countries is represented as newsworthy by China Daily (CD) and The New York Times (NYT), two news outlets with different cultural and political backgrounds. A distinction is made between reports on the pandemic in the newspaper's home country and reports on the pandemic in other countries. Three corpus linguistic techniques, i.e., keywords list, collocation, and concordance, are used to analyze the headlines and leads of 2572 news reports published in 2020 and 2021. Analysis results show that when presenting the pandemic in domestic news, CD tends to highlight Proximity, Positivity, and Personalization, whereas NYT gives more prominence to Eliteness and Personalization. When the pandemic in other countries is presented, CD foregrounds Negativity, Impact, Superlativeness, and Eliteness, whereas NYT focuses on Negativity, Impact, and Proximity. Compared with NYT, CD shows a stronger tendency to adopt positive self-representation and negative other-representation in its coverage of the Covid-19 pandemic. Apart from the analysis results, the significance of the study also lies in its demonstration of the applicability of a corpus linguistic approach to news values analysis. [ABSTRACT FROM AUTHOR]

Collocations are recurrent combinations of words where one lexical item occurs near another lexical item with a frequency far greater than chance. Collocations can be used to study meaning. I argue that the collocational phrase 'really know', in conjunction with some reasonable interpretive conclusions, provides us with evidence that the verb 'know' has an infallibilist sense. I make my case, first, by arguing that 'really' when part of the phrase 'really know' is best understood as synonymous with 'truly'. I then argue that there are two plausible interpretations of the function that 'really' plays in the phrase 'really know'. On the first interpretation, 'really' helps distinguish claims about genuine infallibilist knowing from loose talk about 'knowing'. On the second interpretation, 'really' is often used to disambiguate an infallibilist sense of 'know' from a fallibilist sense of 'know'. On either interpretation, there is an infallibilist sense of 'know'. [ABSTRACT FROM AUTHOR]

Reading can be regarded as a combination of lexical decoding and linguistic comprehension (Hoover and Gough in Read Writ Interdiscip J 2:127–160, 1990). In Chinese sentence reading, skilled readers' difficulties in phonological processing significantly enhance the 'wrap-up' effect (Li and Lin in J Deaf Stud Deaf Educ 25(4):505–516, 2020). To examine how orthographic processing in Chinese two-character word recognition might interact with adjective–noun collocation (ANC) comprehension before the wrap-up effect, two experiments were conducted in the same paradigm as used by Li and Lin (J Deaf Stud Deaf Educ 25(4):505–516, 2020). The sentences contained ANCs or semantically inappropriate combinations of adjectives and nouns (nANCs), the adjectives (Experiment 1) or the nouns (Experiment 2) of which were two-character words or corresponding transposed nonwords (T-nonwords). Similar results were obtained in both experiments: difficulties in T-nonword processing and in nANC comprehension collectively lengthened the reading times of the words immediately following. In conclusion, sentence reading likely contains interactions between orthographic processing and linguistic comprehension. As an indication of psycholinguistic significance, skilled readers have to use extra resources to suspend the cognitive vigilance that arises from unexpected demand in lexical decoding, in addition to their main focus of linguistic comprehension. [ABSTRACT FROM AUTHOR]

This study shed light on the effects of four modes of vocabulary instruction, i.e., extended audio glossing, lexical inferencing, lexical translation, and frequency manipulation of input on the learning of lexical collocations by Iranian intermediate EFL learners. In so doing, 80 L1 Persian EFL students were divided into four 20-participant comparison groups: Lexical Inferencing (LI), Extended Audio Glossing (EAG), Frequency Manipulation of Input (FM), and the Lexical Translation group (LT). LI, EAG, FM, and LT were treated through lexical inferencing, extended audio glossing, skewed frequency of input, and lexical translation techniques, respectively. The participants were pretested and posttested through a piloted multiple-choice lexical collocation test and instructed for ten instructional sessions. The results of the data, analyzed through repeated measures ANCOVA, showed that all the techniques examined in this study were effective on learners' achievement in lexical collocations. Comparatively, FM treated through frequency manipulation of input, significantly outperformed the other groups in lexical collocation improvement. The ANCOVA results and paired comparisons also indicated that EAG had the least achievement in lexical collocation compared to the other three groups. These results can hopefully inform language teachers, learners, and syllabus designers. [ABSTRACT FROM AUTHOR]

This research examines how collocations related to women in Sundanese language are displayed and represented in Manglèmagazine media. To scrutinize how local media represent and position women in their articles, we conducted this research using a corpus linguistics approach and critical discourse analysis. The dynamics of word occurrences, collocations, and semantic preferences of Sundanese words related to women in Manglè Magazine from 1958-2013 are highlighted using AntCont software. Next, we identify the representational categories that occur in the articles. The results of this identification form the basis for further exploration and analysis of how local Sundanese-language media carry discourse about Sundanese women from the use of the words "wanoja" and "istri". From the results of the analysis, it was found that the use of the word "wanoja" in ManglèMagazine is represented and positioned quite a lot in the public sphere. Meanwhile the word "istri" collocated more with the position of Sundanese women in the domestic sphere. Further discussion about the differences in the representation of Sundanese women from the use of the two words above is also presented in this study. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyse critically media headlines of leading Indian e-papers during the crisis of Pulwama phase igniting from 14th of February to 31st of March 2019. The study has included five newspapers from India. The research has examined role of concordance of lexicon and collocations for angling news headlines. The research design is qualitative in approach. For the analysis of news headlines Fairclough's 3-D model (1992) is employed to expose ideological representation through semantic devices (concordance and collocations). Theoretical framework includes selected features of Paul Chilton's Model of Deictic Space Theory (2004) like, Proximization, and Wieczorek's (2013) Clusivity to analyse the text. The results give deeper understanding of indian journalistic discourse that shows Concordance of use of words like terrorist/s, attack, JeM, dangerous and phrases like punishing Pakistan, threats of surgical strike, reflects the trend to be so grave and lethal. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Journal of Arabic Language & Literature is the property of Mutah University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A growing number of studies show a processing advantage for collocations, which are commonly-used juxtapositions of words, such as "joint effort" or "shake hands," suggesting that skilled readers are keenly perceptive to the occurrence of two words in phrases. With the current research, we report two experiments that used eye movement measures during sentence reading to explore the processing of four-character verb-noun collocations in Chinese, such as 修改文章 ("revise the article"). Experiment 1 compared the processing of these collocations relative to similar four-character expressions that are not collocations (e.g., 修改结尾, "revise the ending") in neutral contexts and contexts in which the collocation was predictable from the preceding sentence context. Experiment 2 further examined the processing of these four-character collocations, by comparing eye movements for commonly-used "strong" collocations, such as 保护环境 ("protect the environment"), as compared to less commonly-used "weak" collocations, such as 保护自然 ("protect nature"), again in neutral contexts and contexts in which the collocations were highly predictable. The results reveal a processing advantage for both collocations relative to novel expressions, and for "strong" collocations relative to "weak" collocations, which was independent of effects of contextual predictability. We interpret these findings as providing further evidence that readers are highly sensitive to the frequency that words co-occur as a phrase in written language, and that a processing advantage for collocations occurs independently of contextual expectations. [ABSTRACT FROM AUTHOR]

Man's discernments or perspectives about the truth are molded and formed by the language in which they are communicated. In this way, our insight into ethical quality is communicated in the language we use. This paper looks at the interrelatedness of language and ethical quality utilizing the lattice of Gabriel Okara's 'The Voice'. It investigates the connection among language and ethical quality, and how they highlight in the genuine situation. It uses the technique for literary examination and hermeneutic phenomenology in doing the exploration. It presumes that language and profound quality are indivisibly bound together. It suggests a reappraisal of Okara's origination of language and profound quality inside the structure of African morals. Past linguistic examinations on Gabriel Okara's 'The Voice' have focused on the trial procedure of literal interpretation which the creator embraced in the message, in light of the waiting issue of language in African writing. Such investigations definitely stand out to talk highlights utilized by the creator, which are basic to the portrayal of the language of the text. With Halliday's foundational practical sentence structure, inside the expansive talk elaborate hypothetical system, as the scientific model, this review, consequently, looks at the message as friendly talk, zeroing in on paradigmatic and syntagmatic relations like synonymy, antonymy, hyponymy and collocation, separately, which help the creator not exclusively to convey meaning, yet additionally to accomplish union and rationality in the message. The review upgrades the comprehension and understanding of the language of Gabriel Okara's text specifically and literary discourse in general. [ABSTRACT FROM AUTHOR]

A computational approach with the aid of the Linear Multistep Method (LMM) for the numerical solution of differential equations with initial value problems or boundary conditions has appeared several times in the literature due to its good accuracy and stability properties. The major objective of this article is to extend a multistep approach for the numerical solution of the Partial Differential Equation (PDE) originating from fluid mechanics in a two-dimensional space with initial and boundary conditions, as a result of the importance and utility of the models of partial differential equations in applications, particularly in physical phenomena, such as in convection-diffusion models, and fluid flow problems. Thus, a multistep collocation formula, which is based on orthogonal polynomials is proposed. Ninth-order Multistep Collocation Formulas (NMCFs) were formulated through the principle of interpolation and collocation processes. The theoretical analysis of the NMCFs reveals that they have algebraic order nine, are zero-stable, consistent, and, thus, convergent. The implementation strategies of the NMCFs are comprehensively discussed. Some numerical test problems were presented to evaluate the efficacy and applicability of the proposed formulas. Comparisons with other methods were also presented to demonstrate the new formulas' productivity. Finally, figures were presented to illustrate the behavior of the numerical examples. [ABSTRACT FROM AUTHOR]

This article provides a descriptive account of five multilingual pragmatic markers – nje, mara, kanti, vele and kaloku – which are borrowed from indigenous South African languages into South African English, with a view to investigating their frequencies, spelling stability, syntactic positioning, distribution across text types, collocational patterns and discourse-pragmatic functions. The data, which are extracted from the South African component of the Global Web-based English corpus, are analysed quantitatively and qualitatively, from a postcolonial corpus pragmatic perspective. The results show that the multilingual pragmatic markers are generally infrequent compared to their English counterparts, their spellings are generally stable and their positions in the utterances are based on their functions. The article identifies nje as an attitudinal marker, a focus particle, an emphasis marker, an intensifier and a marker of shared knowledge, mara as a contrastive marker and kanti as a contrastive marker, an inferential marker and an emphasis marker. Vele is an emphasis marker, while kaloku is an attention marker, a topic orientation marker and an inferential marker. In conclusion, these multilingual pragmatic markers contribute to the distinctive nature of South African English at the pragmatic level. [ABSTRACT FROM AUTHOR]

The fractional Legendre polynomials (FLPs) that we present as an effective method for solving fractional delay differential equations (FDDEs) are used in this work. The Liouville–Caputo sense is used to characterize fractional derivatives. This method uses the spectral collocation technique based on FLPs. The proposed method converts FDDEs into a set of algebraic equations. We lay out a study of the convergence analysis and figure out the upper bound on error for the approximate solution. Examples are provided to demonstrate the precision of the suggested approach. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Binomials, as a sub-type of collocation, are made of two connected words (e.g., heaven and earth). Similar to other lexical collocations, binomials can be idiomatic, ambiguous, or culturespecific. More importantly, binomials are found more commonly in religious texts such as the Holy Qurʿān. However, Arabic binomials in general are under-researched. Hence, using the parallel corpus (i.e., the Qurʿānic Arabic Corpus) of the Holy Qurʿān, which includes the original Arabic text (i.e., sūrahs 'chapters') and seven translations by Sahih International, Pickthall, Yusuf Ali, Shakir, Muhammad Sarwar, Hilali-Khan, and Arberry, the researcher focused on explicating shifts employed by seven translators in their translations of 120 Qurʿānic binomials. The study is descriptive and took the form of textual analysis. The results indicated that less than half of the translations were explicated. Explicating shifts are mainly by Hilali-Khan, Yusuf Ali, and Sarwar. However, Sahih and Arberry used a few explicating shifts, basically those of explicative paraphrasing and clitic/affix explicitation. Generally speaking, explicating shifts are primarily of explicative paraphrasing, complete and partial rank shifts, clitic or affix explicitation, and repetition. As reflected by the findings, translating scriptures literally may result in optional explicating shifts that are mainly redundant. Hence, redundant explicitation shifts should be avoided as they may sometimes hinder processability. [ABSTRACT FROM AUTHOR]

Despite the growing body of studies on collocation learning in SLA research, there are hardly any studies taking the perspective of the individual learner or studies that have examined the effect of individual differences. This study–a qualitative component of a mixed-methods longitudinal project–presents an in-depth exploration of the intro- and retrospective views of five Dutch-speaking L2 students of German on their 3-year collocation learning process. It focuses on the individual factors that enhanced or hindered L2 collocation development, and on the extent to which effective and less effective collocation learners differed regarding their L2 motivation, exposure and use, learning experience, and learning strategies. Extreme sampling strategy was used and five contrasting cases of learners were selected (three effective versus two less effective collocation learners). Data were gathered through semi-structured interviews and learners’ written reflections on five specific collocations. Findings indicate that the effective collocation learners showed a higher intrinsic motivation, more engagement in informal learning activities, more extensive social interaction in the L2, more awareness towards collocations, a higher degree of self-regulation, and a higher number of learning strategies than the less effective collocation learners. Based on these findings, pedagogical implications are provided. [ABSTRACT FROM AUTHOR]

The importance of collocations in language learning cannot be overstated, particularly with successful academic writing. Previous research on collocation compilation has focused on identifying and compiling lists of general multiword expressions (MWEs) found in academic genres for pedagogical purposes. However, the wide-angle approach employed by these studies may be insufficient for English for Specific Purposes (ESP) courses, given certain formalities and conventions associated with academic texts, which are often demonstrated through MWEs unique to each field or domain of study. This paper presents a corpus-based investigation to develop a list of commonly and pedagogically useful noun collocations specific to the Geographical Information System (GIS). The research used a corpus containing 1.5 million words from GIS research articles. An innovative four-step selection process was used to compile this list. The outcomes of this study are twofold. First, the collocations associated with the 20 most frequently encountered nouns (including noun + noun, noun + verb, verb + noun, and adjective + noun combinations) within the GIS research articles were identified. Second, this investigation presented fresh insights into the different categories of noun collocations. The research provides important pedagogical implications for ESP instruction, particularly on how collocations might be better understood and taught. The findings emphasise the necessity of focusing on domain-specific collocations, underscoring the role of context in language learning and teaching. The results are expected to help shape effective instructional strategies and material development in ESP classrooms, particularly in GIS-related contexts. [ABSTRACT FROM AUTHOR]

The article provides information on the concept of collocations, which are word combinations that frequently occur together. These collocations are assessed using measures like mutual information (MI) scores, with an MI score of at least 3.0 indicating a reliable collocation. The article discusses how to enhance students' knowledge and use of collocations with high MI scores through corpus-based activities, demonstrating their application in an online IELTS writing class in Vietnam.

This paper examines patterns of representation of gender in a domain-specific heritage corpus. To accomplish this, a heritage corpus of mountaineering texts is examined for the strategies employed in the representation of gendered social actors. The research presented uses the corpus The New Zealand Alpine Journal Corpus, an 8-million-word corpus of the New Zealand Alpine Journal (NZAJ) with more than 5000 texts related to the topic of mountaineering. Mountaineering texts have been relatively overlooked in discourse studies so far, even though, like other leisure and sports discourses, the topic has always been highly political. Furthermore, the topic is outstanding in that it is a sport without spectators that relies almost exclusively on discursive events. The present study looks at frequently occurring patterns and typical ways of how gendered social actors are (re)produced within the NZAJ by looking at adjectival and numeral collocations. [ABSTRACT FROM AUTHOR]

Academic work is usually evaluated by the quality of its abstract which serves as a concise summary of the research findings. Therefore, the study aims to investigate the rhetorical structure of Move1 in the abstracts of post-graduate dissertations from both Hard Science and Soft Science disciplines. The paper intends to answer three main questions: how is Move1 manifested in terms of its text length? What are the most frequently used Sub-Move patterns of Move1? What are the most common lexical collocations used in Move1? To answer these questions, the study uses Santos’ (1996) framework to analyze a corpus of 100 abstracts selected randomly, 50 from Hard Science and 50 from Soft Science. The findings have revealed that Move1 in Soft Science might use more sentences than those in Hard Science. The findings have also shown that both disciplines rely on Sub-Move-A, stating current knowledge, and Sub-Move2, stating the research gap, as essential for communicating their ideas while the other Sub-Moves were rarely used. In terms of lexical collocations, while post-graduates in both disciplines frequently used the Adjective+Noun lexical collocation as their preferred structure to construct M1, the use of the other lexical collocations varied in both disciplines. The study concluded that Move1 is considered obligatory in situating the research, establishing its context, and capturing and communicating findings. Besides the pedagogical implications suggested, the study’s findings hopefully contribute to the development of abstract move-schema theory, enhance scholarly understanding of Move1 characteristics, and guide future research in the field. [ABSTRACT FROM AUTHOR]